Literature circles are a wonderful way to help students comprehend and engage with written text. Small groups of students that gather to discuss literature in depth. The discussion is guided by each student’s response to what they have read.
Virtual Learning Circles align directly with Alaska State GLEs. Below are examples of Alaska State GLEs that can be met by using Virtual Learning Circles.
R3.1 Apply knowledge of word origins, structure and context clues, and root words, and use dictionaries and glossaries, to determine the meaning of new words and to comprehend text. E.B.1 The student uses strategies to decode or comprehend the meaning of words in text by [8] 3.1.2 Determining meanings of unfamiliar words in context, including words from other languages that have been adopted into English (e.g., carpe diem), using knowledge of language structure including using context clues, prior knowledge, and other resources (e.g., 8] 3.1.4 Determining the meaning of words in context, including content-specific vocabulary, words with multiple meanings, or precise vocabulary (e.g., angry, vexed; segmented, segregation)
R3.3 Restate and summarize information or ideas from a text and connect new information or ideas to prior knowledge and experience. The student restates/summarizes and connects information by: [8] 3.3.1 Restating and summarizing main ideas or events, in correct sequence, after reading a text (e.g., paraphrasing, constructing a topic outline, charting or mapping main ideas or events) or identifies accurate restatements and summaries of main ideas or events or generalizations of a text* [8] 3.3.2 2 Connecting information within a text by making inferences and/or drawing conclusions across texts or other summarized information* [8] 3.3.3 Connecting new information or ideas to prior knowledge and experience by citing or explaining relevant examples or concepts (e.g., cells get energy from glucose just as cars get energy from gas)* (L)
R. 3.7 Analyze and evaluate narrative elements including plot, character, setting, and point of view to determine their importance to the story. The student analyzes and evaluates literary elements and devices by [8] 3.7.1 Identifying or describing or making logical predictions about (citing evidence and support from text) plot, setting, character, point of view, and theme*
R3.9 Connect themes to personal experiences, experiences of others, and other texts, and locate evidence from texts to support or illustrate these connections. E.B.3 The student connects themes by [8] 3.9.1 Locating evidence within the text to make connections to an author’s message, theme, or purpose* [8] 3.9.2 Utilizing textual evidence to make thematic connections between texts* [8] 3.9.3 Making thematic connections between literary and other texts related to personal experiences, experiences of others, prior knowledge, and the broader world of ideas*
Welcome to our Virtual Learning Circles Wiki!
Literature circles are a wonderful way to help students comprehend and engage with written text. Small groups of students that gather to discuss literature in depth. The discussion is guided by each student’s response to what they have read.
Virtual Learning Circles align directly with Alaska State GLEs. Below are examples of Alaska State GLEs that can be met by using Virtual Learning Circles.
R3.1 Apply knowledge of word origins, structure and context clues, and root words, and use dictionaries and glossaries, to determine the meaning of new words and to comprehend text. E.B.1
The student uses strategies to decode or comprehend the meaning of words in text by
[8] 3.1.2 Determining meanings of unfamiliar words in context, including words from other languages that have been adopted into English (e.g., carpe diem), using knowledge of language structure including using context clues, prior knowledge, and other resources (e.g.,
8] 3.1.4 Determining the meaning of words in context, including content-specific vocabulary, words with multiple meanings, or precise vocabulary (e.g., angry, vexed; segmented, segregation)
R3.3 Restate and summarize information or ideas from a text and connect new information or ideas to prior knowledge and experience.
The student restates/summarizes and connects information by:
[8] 3.3.1 Restating and summarizing main ideas or events, in correct sequence, after reading a text (e.g., paraphrasing, constructing a topic outline, charting or mapping main ideas or events) or identifies accurate restatements and summaries of main ideas or events or generalizations of a text*
[8] 3.3.2 2 Connecting information within a text by making inferences and/or drawing conclusions across texts or other summarized information*
[8] 3.3.3 Connecting new information or ideas to prior knowledge and experience by citing or explaining relevant examples or concepts (e.g., cells get energy from glucose just as cars get energy from gas)* (L)
R. 3.7 Analyze and evaluate narrative elements including plot, character, setting, and point of view to determine their importance to the story.
The student analyzes and evaluates literary elements and devices by
[8] 3.7.1 Identifying or describing or making logical predictions about (citing evidence and support from text) plot, setting, character, point of view, and theme*
R3.9 Connect themes to personal experiences, experiences of others, and other texts, and locate evidence from texts to support or illustrate these connections. E.B.3
The student connects themes by
[8] 3.9.1 Locating evidence within the text to make connections to an author’s message, theme, or purpose*
[8] 3.9.2 Utilizing textual evidence to make thematic connections between texts*
[8] 3.9.3 Making thematic connections between literary and other texts related to personal experiences, experiences of others, prior knowledge, and the broader world of ideas*